On Hanging Laundry: The Place of Beauty in Managing Everyday Life

The data of my empirical research in the field of education discussed in this paper consist of letters produced through correspondence. I asked the participants to write about beauty in their everyday lives, giving substance to the concept as freely as they could. In this paper it is only the letters of one participant, Laura, which I limit my attention to. The aim is to find out what kind of place beauty, as defined and used by herself, holds in the managing of her everyday life. The concept of beauty is virtually missing from educational research or is misguidedly restricted only to formal art education. Beauty being for Laura an occasional checking of direction in relation to changes both in the context of her everyday life and in herself as a person sheds light to the relevance of beauty at the constitutive and perceptual level of growing as a human being

Child-Animal Relations and Care as Critique : Editorial to special issue

Childhood scholars have for some time worked toward the idea that instead of being situated in their own micro worlds, waiting rooms, or margins, children should be viewed and accounted for as full participants of society. This special issue aligns with this aspiration, while broadening the notion of what counts as society. It asks how to live and care in a society that does not consist of adult human individuals only, but instead counts children and other-than-human animals in the realm of the social and the societal. By inviting authors to think about child-animal relations and care, we wish to shed light on the ways in which other animals are relevant for human children’s lives, and vice versa, and to argue for the importance of these relations for society in the conflicting times we live in now.Non peer reviewe

Digital labour in school : Smartphones and their consequences in classrooms

This paper reflects on the forms of digital labour present in upper secondary school students’ smartphone use during the school day. Digital labour is understood as value-producing online activity, for example the labour of producing content for social media platforms such as Instagram or Facebook. Through analysis of students’ phone use in classroom we approach aspects of digital labour intertwining with school. In the paper, theoretical perspectives on digital labour are connected with ethnographic data on student phone use. Our findings suggest that digital labour has become a permanent part of school life. Two main consequences are identified. Firstly, for the students the school is no longer a place where work doesn’t take place, as digital labour intertwines with the school day. Secondly, technologies introduce new corporate actors into the classroom space that schools have to negotiate with.Peer reviewe

Answering the world: young children’s running and rolling as more-than-human multimodal meaning making

This paper makes a case for a view of young children’s meaning making in which human actants are not separate from, but deeply entwined in, a more-than-human world. In order to interrogate the more-than-human processes through which multimodal meaning making emerges, we focus on meaning making through running and rolling that we have observed in early childhood settings in Finland and the UK. In doing so, we rethink the process of bringing-into-relation (Weheliye, 2014) that underpin multimodal literacy practices. Ingold’s (2013) notion of correspondence is offered as a generative way to conceptualize the interplay between human and nonhuman elements as they “make themselves intelligible to each other” (p.97). We show how posthuman theory offers the possibility for reconceptualising emergence and intentionality, within young children’s meaning making

'What is puberty, then?' Smartphones and Tumblr images as de/re-territorialisations in an upper secondary school classroom

In this paper, we explore the part mobile phone use plays in the capitalist assemblages present in school classrooms. Capitalism is approached through the continuous movement of de- and re-territorialisation. The empirical grounding is a wide study on mobile phone use conducted at an upper secondary school in Finland. The focus of this paper is one psychology lesson on puberty and the ways in which territories such as puberty are challenged in the school life of young people through their mobile phone use in class. Analysing a student’s Tumblr photo stream, we show how smartphones challenge the existing territorialities in a classroom. We locate three central deterritorialising movements: in relation to the physical space of the classroom; to the affective space of the classroom; and to the notion of body in puberty. We conclude that mobile phone use matters to students intimately and channels flows of capitalism at school.Peer reviewe

Multiple worlds and strange objects : environmental education research as an additive practice

The paper offers three examples of passionate immersion with strange objects and working with peculiar multispecies assemblages, such as the assemblage of a dove called Romeo and the technology to humidify a greenhouse called 'Princess', or the experiment of orienteering in forests for years, accounting for slips, scratches and tumbles as being taught by the forest - and prioritising these over the more commonplace educational narratives. The paper is structured in a nonconventional way in that most space is reserved for reports from these ongoing inquiries. The authors will each discuss how they situate themselves in relation to strangeness in research and how they proceed methodologically, locating their approaches as postqualitative. The questions each example addresses are: What is a strange object? How do we come across them? What do we begin to do/produce with them? The additive orientation described in the research stories is proposed to be an important constituent for new survival knowledge especially relevant for environmental education, addressing environmental problems as wicked, and demanding approaches that reach beyond methodological divides.Peer reviewe

Doctoral Students' Social Support Profiles and Their Relationship to Burnout, Drop-out Intentions, and Time to Candidacy

Peer reviewe

Summary report on doctoral experience in UniOGS graduate school at the University of Oulu

Abstract This report is part of the research-based development of doctoral training in the UniOGS graduate school, at the University of Oulu. It aims to contribute research-based evidence pertaining to the development of doctoral education in the UniOGS graduate school at the University of Oulu by exploring the doctoral experience in the UniOGS, and the primary regulators of the doctoral journey. The data reported here were collected with the doctoral experience survey from doctoral students of UniOGS graduate school. Doctoral students’ experiences of doctoral training were analysed in terms of three complementary aspects of the training: the doctoral dissertation process, supervision, and doctoral studies. The report consists of a summary of the results based on data collected from doctoral students at the University of Oulu in April 2015.Tiivistelmä Tämä raportti on osa Oulun yliopiston tutkimusperustaista tohtorinkoulutuksen kehittämistä. Sen tavoitteena on ymmärtää aiempaa paremmin tohtoriopiskeluprosessia ja kartoittaa sitä sääteleviä tekijöitä, ja tukea näin tutkimusperustaista tohtorikoulutuksen kehittämistyötä UniOGS -tutkijakoulussa. Raportin taustalla ovat tieteelliset tutkimusprojektit tohtorikoulutuksesta. Raportin aineisto kerättiin Tohtoriopiskelija -kyselyllä kaikilta UniOGS -tutkijakoulun jatko-opiskelijoilta keväällä 2015 Kyselyllä kartoitettiin tohtoriopiskelijoiden kokemuksia väitöskirjaprosessista, ohjauksesta, tiedeyhteisöstä ja jatko-opinnoista

“For whom? By whom?”: critical perspectives of participation in ecological citizen science

This paper is a search for common ground between two natural scientists, two childhood studies and education scholars and two human-animal studies or critical animal studies scholars all working within a shared citizen science project. The search takes the form of a thematic mapping of existing literature on ecological citizen science, with two questions: "Participation on whose terms?", and "Participation for whose benefit?". First, we draw from the field of childhood studies to show how the concept of participation can be theorized further. Second, we recontextualize ecological citizen science research from a multispecies perspective, following the non-anthropocentric turn in human and social sciences which has so far drawn limited attention both in educational research and in citizen science projects. We proceed by critically treading the blurry line between predetermined or science-led participation and emergent or participant-led research, forming a fruitful space for examining and reconceptualizing the prevailing human/nature distinction in science and pedagogy. What we end up proposing is not so much a solution to the issues we have located, but rather an invitation to consider participation as a possibility for engaging with the ongoing tensions regarding the apparatuses of power that guide the research practices, researchers' thinking and ethics. For the democratic ethos of citizen science projects, these observations can result in an ongoing process of asking how would it be possible to make space for various knowledges to be regarded as such: How could different kinds of knowledge co-exist, potentially generating more just worlds?Peer reviewe

Kasvatus antroposeenin aikaan

Non peer reviewe